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EAST  TECHNICAL  HIGH  SCHOOL 
CLEVELAND  —  OHIO 

ITS  INCEPTION,  BUILDING  AND 
EQUIPMENT,  ETC.,  TOGETHER 
WITH  AN  OUTLINE  OF  THE 

n  a  COURSE  OF  STUDY  a  a 

. 

PRINTED  FOR  THE  BOARD  OF  EDUCATION 
AT  THE  EAST  TECHNICAL  HIGH  SCHOOL 
PRINT  SHOP.  NINETEEN  HUNDRED  TWELVE 

The  Board  of  Education 


Organization  for  1912 


Members 

GEORGE  C.  ASHMUN  D.  C.  WESTENHAVER 

EMMA  M.  PERKINS  VIRGINIA  D.  GREEN 

JOHN  D.  JONES  AUGUST  KIMMEL 

B.  U.  RANNELLS 

Officers 

GEORGE  C.  ASHMUN  .  .  President 

FRANK  G.  HOGEN  .  .      Director  of  Schools 

J.  M.  H.  FREDERICK  Superintendent  of  Schools 


Address  all  communications  in  regard  to 

East  Technical  High  School 
to  James  F.  Barker,  Principal,  Cleveland,  O. 


East  Technical  High  School 

CLEVELAND 


HISTORICAL  STATEMENT 

The  Cleveland  Technical  High  School  owes  its  origin 
to  the  Board  of  Education  of  1905.  The  members  constitut- 
ing that  Board  were  as  follows : 

MR  SAMUEL  ORTH  MR  WALTER  D  SAYLE 

MRS  SARAH  E  HYRE  MR  JOHN  C  CANFIELD 

REV  ARTHUR  C  LUDLOW  MR  WILLIAM  G  LEOPOLD 

MR  FRANCIS  H  HASEROT 

In  his  inaugural  address  the  President  called  attention 
to  the  fact  that  the  efforts  toward  "Industrial  education  as 
carried  out  by  the  manual  training  department  of  the  high 
schools  were  wholly  inadequate ;  that  this  manual  training 
was  entirely  secondary;  and  that  though  it  aimed  at  apt- 
ness, it  was  not  of  such  a  nature  as  fitted  for  an  occupation." 
Mr.  Orth  suggested  that  the  Board  set  inquiries  afloat 
looking  toward  the  establishment  of  a  school  for  such  of 
our  youth  as  may  desire  to  choose  for  their  calling  some 
branch  of  the  mechanical  arts.  On  Feb.  29  the  President, 
in  accordance  with  a  resolution  adopted  by  the  Board,  ap- 
pointed the  following  Educational  Commission  "to  examine 
carefully  the  government,  supervision  and  course  of  study 
of  the  Cleveland  Public  Schools  and  make  suggestions:" 
Messrs.  J.  G.  W.  Cowles,  Elroy  M.  Avery,  E.  M.  Baker, 
J.  H.  Caswell,  Charles  Gentsch,  Frank  Hatfield,  Charles  S. 
Howe,  F.  F.  Prentiss,  Thomas  L.  Johnson,  C.  W.  McCor- 
mick,  James  McHenry  and  Charles  F.  Thwing. 

The  findings  of  the  Educational  Commission  were  em- 
bodied in  a  series  of  reports  submitted  to  the  Board  of  Edu- 
cation during  the  years  1905  and  1906.  On  Sept.  26,  1905, 
the  following  resolution  was  adopted:  "That  the  Educa- 
tional Committee  of  this  Board  be  hereby  instructed  to  in- 
vestigate the  advisability  of  establishing  a  Manual  Training 
High  School  in  this  city  and  that  it  be  empowered  to  extend 

—  i  — 


2065689 


its  investigations  to  other  cities  as  it  may  deem  wise  and  that 
the  expense  of  such  investigation  be  and  is  hereby  authorized 
by  this  Board." 

On  Monday,  March  5,  1906,  the  Board  of  Education 
unanimously  adopted  a  resolution  authorizing  the  issue  of 
bonds  for  $350,000  for  the  purpose  of  erecting  a  Manual 
Training  High  School.  A  marked  change  as  to  what  should 
be  the  policy  of  the  school  subsequently  led  to  a  change 
from  the  name  as  above  proposed  to  the  present  one,  The 
Cleveland  Technical  High  School. 

The  selection  of  a  site  was  definitely  agreed  upon  Aug. 
13,  1906.  Its  location  on  East  55th  Street  at  the  corner  of 
Scovill  Avenue  places  the  school  within  easy  access  from 
all  parts  of  the  city.  It  may  be  reached  by  the  East  55th 
Street  car  line  from  the  South  Side  direct  and  from  the 
East  and  West  Sides  by  transfer  from  various  lines.  The 
Scovill  Avenue  line  connects  directly  with  the  business  dis- 
trict. The  neighborhood  is  ideal  for  such  a  school,  being  on 
the  edge  of  a  great  manufacturing  district  and  yet  not  actu- 
ally within  the  smoke  and  grime  of  such  localities. 

Active  operation  was  begun  on  the  building  Aug.  30, 
1907.  The  building  was  opened  for  the  enrollment  of  pu- 
pils and  the  organization  of  classes  promptly  on  the  date  of 
the  beginning  of  the  Fall  Quarter,  Oct.  5,  1908.  One  week 
later,  Oct.  12,  regular  class  work  began  in  all  departments 
with  an  attendance  of  over  seven  hundred  pupils.  Of  this 
number  only  123  came  from  other  high  schools  in  the 
city,  thus  verifying  the  prediction  that  the  school  would 
create  its  own  field  in  a  high  school  population  whose  wants 
had  hitherto  been  unmet. 

BUILDING  AND  EQUIPMENT 

The  style  of  the  building  is  English  Gothic  and  in  its 
harmonious  proportions  and  adaptation  to  its  purpose  it 
reflects  great  credit  upon  its  designer,  Architect  F.  S.  Bar- 
num.  The  dark  reddish  brown  superstructure  with  terra 
cotta  trimming  upon  a  heavy  stone  water  table  gives  an 
effect  of  strength  and  massiveness  well  calculated  to  offset 
the  unusual  amount  of  wall  space  sacrificed  to  ample  light- 
ing; while  the  imposing  eastern  facade  is  divided  by  the 
projections  of  the  end  wings  and  of  the  central  pavilion  into 
a  most  pleasing  symmetry  of  line  and  color. 

The  plan  of  the  building  is  like  the  letter  "E"  in  form, 
there  being  three  wings  abutting  from  the  west  upon  the 
main  structure  which  extends  north-and-south  between  Sco- 


vill  and  Portland  Avenues,  fronting  on  East  55th  Street. 
The  main  entrance  is  approached  on  East  55th  Street  by  a 
flight  of  granite  steps.  There  are  two  other  entrances  on 
Portland  and  Scovill  Avenues  respectively. 

Upon  entering  the  building  from  the  front  there  is  found 
at  the  right  a  reception  room  and  at  the  left  the  offices  of 
administration.  Directly  opposite,  across  the  main  corridor 
which  connects  the  north  and  south  wings,  is  the  spacious 
auditorium  with  a  seating  capacity,  including  the  balcony,  of 
thirteen  hundred.  Flights  of  stairs  to  the  right  and  left  of 
the  auditorium  entrances  lead  down  into  the  basement.  Here 
the  central  space  is  occupied  by  the  ventilating  apparatus. 
The  lecture  rooms  and  laboratories  for  physics  and  chemis- 
try are  at  each  end.  In  the  north  wing  the  entire  area  is 
devoted  to  a  lunch  room,  with  the  necessary  kitchen  and 
serving  rooms.  Directly  under  the  auditorium  is  the  gym- 
nasium, encircled  by  its  elevated  cork  running  track,  show- 
ers and  locker  rooms. 

The  entire  south  wing  of  this  as  well  as  of  the  first  floor 
is  occupied  by  the  shops.  The  pottery  department  is  well 
equipped  with  potter's  wheels,  lathes  for  turning  models,  a 
slip  house  and  glaze  room  set,  kilns,  etc.  Adjacent  to  this 
is  the  forge  shop  with  provisions  for  a  blacksmith  class  of 
thirty-six.  The  forges  have  down  draft  and  the  entire 
equipment  is  thoroughly  modern.  The  next  room  is  the 
machine  shop  with  heavy  equipment  suitable  for  the  very 
best  of  trade  instruction.  At  the  end  of  the  corridor  is  a 
foundry  with  a  cupola  for  the  melting  of  iron,  a  brass  fur- 
nace, suitable  core  ovens,  etc.  At  the  extreme  rear  of  the 
building  the  heating  and  power  plant  is  installed.  This  fur- 
nishes heat,  electric  light  and  power  and  has  a  capacity  of 
over  four  hundred  horse  power. 

On  the  first  and  second  floors,  the  main  part  of 
the  building  and  the  Scovill  avenue  wing  are  occupied 
by  recitation  rooms.  Three  large  rooms  at  the  Port- 
land and  ScovilJ  avenue  corners,  with  a  seating  capac- 
ity of  one  hundred  and  fifty,  are  reserved  as  study 
haJJs.  In  the  Portland  avenue  wing  are  five  wood- 
working rooms  including  joinery,  turning,  cabinet  mak- 
ing and  pattern-making  shops.  At  the  end  of  the  wing 
corridor  is  a  room  for  re-sawing  and  storing  stock. 
In  addition  to  the  usual  hand  tools  in  these  rooms, 
suitable  woodworking  machinery  has  been  installed  to 
meet  the  requirements  of  modern  methods  of  manu- 
facture. Opposite  the  entrance  to  this  corridor  is  draft- 

j 


ing  room  for  the  preparation  of  designs  for  shop  problems. 
This  is  easily  accessible  to  all  pupils  in  the  woodworking 
department.  There  is  also  a  room  for  varnishing  and  finish- 
ing woodwork. 

On  the  second  floor  are  additional  recitation  rooms,  the 
school  library  and  mechanical  drawing  rooms. 

On  the  third  floor  the  Scovill  Avenue  wing  is  entirely 
devoted  to  the  girls'  departments.  Here  are  located  the 
kitchen  for  instruction  in  cookery,  the  dining  room  for  les- 
sons in  table  service,  and  the  laundry.  Rooms  for  instruc- 
tion in  plain  sewing,  dressmaking  and  millinery  are  situated 
in  the  corner  of  the  building.  Additional  mechanical  and 
freehand  drawing,  applied  art  and  recitation  rooms  occupy 
the  remaining  floor  space.  A  club  room  for  school  organiza- 
tions and  a  rest  room  are  also  provided. 

The  fourth  floor  is  occupied  by  additional  rooms  of  the 
department  of  applied  arts  and  by  the  printing  shop. 

Instead  of  cloak  rooms,  individual  steel  lockers  are  built 
into  the  walls  of  the  corridors  on  each  floor,  each  locker 
being  separately  ventilated  by  the  vacuum  system.  Each 
student  is  assigned  one  of  these  lockers,  also  a  shop  and  a 
gymnasium  locker,  and  is  provided  with  an  individual  key 
to  each. 

LIBRARY 

This  is  organized  as  a  branch  of  the  Cleveland  Public 
Library,  which  furnishes  the  clerical  force  while  the  Board 
of  Education  furnishes  the  room,  light,  heat  and  equipment. 
The  collection  consists  at  present  of  about  2,000  volumes. 
The  circulating  department  is  supplied  from  the  city  library ; 
the  reference  department,  which  consists  largely  of  tech- 
nical works,  is  furnished  by  the  Board  of  Education.  The 
library  is  open  week  days  to  the  general  public  as  well 
as  to  the  members  of  the  school. 

AIMS  AND  METHODS 

The  Cleveland  Technical  High  School  has  two  immedi- 
ate ends  in  view :  ( 1 )  to  prepare  youth  of  both  sexes  for 
a  definite  vocation  and  for  efficient  industrial  citizenship ; 
(2)  to  help  men  and  women  already  engaged  in  a  vocation 
to  better  their  condition  by  increasing  their  technical  knowl- 
edge and  skill.  To  such  as  may  desire  to  pursue  their 
studies  still  further  it  also  offers  the  opportunity  to  prepare 
for  entrance  to  technical  schools  of  college  rank.  Such 
students  should  at  the  close  of  the  second  year  consult  the 
Principal  in  the  arrangement  of  their  courses  for  the  particu- 
lar school  for  which  they  are  preparing. 

—4— 


A  proper  function  of  this  school  is  the  extending  of  an 
opportunity  for  specialization  down  into  the  period  of 
secondary  education.  This  specialization  of  the  secondary 
school  is  no  untried  experiment  in  the  older  industrial  com- 
munities. It  is,  in  fact,  an  inevitable  result  of  the  constant 
tendency  to  higher  specialization  which  marks  all  growth  and 
progress.  It  finds  its  economical  justification  in  the  bringing 
of  greater  industrial  efficiency  within  reach  of  the  ninety- 
six  per  cent  of  our  population  who  never  find  beyond  the 
high  school  an  opportunity  to  fit  themselves  for  a  specific 
place  and  service  in  our  increasingly  complex  civilization. 
The  Technical  High  School  is  in  fact  but  one  part  of  a  well 
defined  plan  of  the  Board  of  Education  to  provide  for  the 
vocational  needs  of  different  classes  of  pupils  in  the  city. 

SEGREGATION 

In  most  classes  the  nature  of  the  studies  and  the  pur- 
poses in  view  are  so  different  as  to  demand  a  separation  of 
the  boys  from  the  girls.  There  is  therefore  organized  within 
the  one  building  a  boys'  school  and  a  girls'  school. 

TERRITORY 

The  school  is  open  to  students  from  the  district 
east  of  the  Cuyahoga  river  living  in  the  city.  The  long 
distances  from  which  many  students  come  and  the 
length  of  the  daily  session  has  made  it  necessary  to 
provide  a  lunch  room  where  a  warm  noon  meal  may  be 
enjoyed.  This  service  is  conducted  as  nearly  as  possible 
on  a  no-profit  basis.  At  from  eight  to  twelve  cents  one  may 
obtain  a  substantial  lunch.  Pupils  may  also  bring  all  or  a 
part  of  their  luncheon  from  home  if  they  so  prefer. 

THE  DAILY  SESSION 

The  daily  session  consists  of  nine  periods  of  forty-five 
minutes  each,  beginning  at  8:00and  ending  at  3:  15.  The 
schedule  of  technical  and  laboratory  work  is  arranged  in 
double  periods.  Ordinarily  each  student  is  expected  to 
carry  three  academic  and  two  technical  or  laboratory  sub- 
jects. 

—5— 


THE  SCHOOL  YEAR 

The  school  is  in  session  the  year  round.  The  year 
is  divided  into  two  semesters  of  nineteen  weeks  each, 
and  a  summer  session  often  weeks.  By  thus  elimin- 
ating the  long  summer  vacation  a  saving  of  an  entire 
year  in  the  usual  high  school  course  is  made  pos- 
sible to  those  who  desire  it.  This  is  ot  great  ad- 
vantage to  the  student  who  for  any  reason  may  wish  to 
secure  a  maximum  of  education  in  a  minimum  of  time. 
Those  who  do  not  wish  to  avail  themselves  of  this  advantage 
or  whose  physical  condition  does  not  permit  of  the  strain  of 
continuous  study,  still  have  the  opportunity  of  devoting  four 
full  years  to  their  high  school  course. 

The  plan  of  a  continuous  session  broken  up  into  short 
terms  is  also  of  advantage  to  the  student  who  from  any 
cause  fails  in  some  part  of  his  work,  since  by  these  frequent 
opportunities  for  re-adjustment  he  is  given  a  chance  to 
"catch  step"  again  and  go  on  with  his  work  in  a  new  class 
with  comparatively  little  loss  of  time. 

DESCRIPTION  OF  COURSES 
ENGLISH 

In  the  teaching  of  English  literature,  the  constant  aim  is 
to  make  clear  the  relation  of  literature  to  life.  A  develop- 
ment of  the  power  of  appreciation  is  sought.  A  sense  of 
form  can  be  developed  much  better  by  the  study  of  good 
models,  where  the  pupil  sees  how  a  master-writer  puts  his 
material  together,  than  by  the  learning  of  rules.  Such  of  the 
college  requirements  as  lend  themselves  to  this  treatment  are 
retained.  Only  those  substitutions  will  be  made  which  will 
meet  with  the  approval  of  the  prominent  scientific  schools. 
The  works  of  our  great  English  and  American  industrial 
writers  will  have  a  prominent  place  in  the  course.  The  sup- 
plementary reading  will  include  much  that  is  best  in  inven- 
tion and  discovery,  manufacture  and  distribution  and  the 
attendant  industrial  and  labor  problems. 

—6— 


The  work  in  English  composition  also,  is  in  entire  har- 
mony with  the  spirit  of  the  school.  Little  emphasis  is  laid  on 
drills  in  formal  grammar  and  rhetoric,  but  in  their  place 
exercises  in  original  creative  work  in  one  of  the  most  beauti- 
ful arts.  The  pupil  is  made  acquainted  with  the  technical 
methods  and  devices  of  the  trained  writer,  and  is  taught  to 
use  these  methods  and  devices  consciously.  This  system  ad- 
mits of  an  attention  to  the  individual  errors  of  the  pupil, 
which  results  in  an  exactness  seldom  arrived  at  through  any 
formal  drill  in  rules.  Wherever  practicable,  the  composition 
work  is  co-ordinated  with  the  other  departments  of  the 
school,  thus  enterrelating  and  binding  together  the  course  of 
study.  By  these  means  it  is  believed  the  pupil  will  attain 
that  power,  ease  and  accuracy  in  the  use  of  our  English 
tongue,  which  is  admittedly  of  such  great  practical  value  as  a 
preparation  for  life. 

The  festive  days,  Thanksgiving,  Christmas,  national  holi- 
days,  anniversaries,  etc.,  are  celebrated  by  the  whole  school, 
assembled  together,  when  a  program  in  the  spirit  of  the  oc- 
casion is  presented.  Debates,  contests  in  oratory  and  de- 
clamation have  a  place  in  the  course. 

The  school  is  not  primarily  a  preparatory  school  for 
college.  However;  about  30%  of  the  pupils  who  grad- 
uate, wishing  to  carry  their  technical  education  further, 
should  not  be  limited  in  their  outlook  when  they  enter 
the  Technical  High  School.  Therefore  the  course  has 
been  so  arranged  that  a  differentiation  may  take  place 
at  the  end  of  the  second  year  and  the  pupils  intending 
to  enter  a  Technical  College  can  secure  the  proper 
preparation.  Thus  far  graduates  from  this  school  have 
been  accepted  upon  certificate  at  Case  School  of  Ap- 
plied Science,  Columbia  University,  Purdue  Univer- 
sity, Ohio  State  University,  Carnegie  Technical  Schools, 
University  of  Michigan  and  several  other  institutions 
having  technical  courses. 

The  preparation  of  girls  for  normal  work  in  Domestic 
Science  and  Art,  such  as  is  offered  at  Columbia  Univer- 
sity, is  unusually  well  adapted  to  the  requirements  of 
the  courses  at  these  institutions.  The  same  is  true  ot 
girls  intending  to  become  trained  nurses.  The  school 
does  not  prepare  for  courses  in  classical  or  literary 
colleges. 


MATHEMATICS 

In  the  mathematical  courses  the  student  must  carry 
heavier  work  than  is  usual  in  a  high  school.  He  must  not 
only  lay  the  foundation  for  logical  thinking  along  mathe- 
matical lines  and  be  conversant  with  theoretical  mathematics 
but  must  be  able  to  use  these  mathematics  wherever  needed 
in  technical  work.  With  this  aim  in  mind  the  pupil  gives 
one-fifth  of  his  time  to  direct  application  of  mathematics. 

The  course  in  pure  mathematics  includes  the  usual  theo- 
retical work,  the  study  of  principles  involved  and  a  thorough 
drill  in  mental  arithmetic  and  the  control  of  number. 

On  the  technical  side  the  pupil  articulates  the  mathe- 
matics with  the  work  of  the  drafting  room,  shop,  domestic 
science  and  domestic  art.  Teachers  of  technical  subjects 
are  in  constant  touch  with  the  mathematics  department,  anti- 
cipating problems  which  will  arise  and  reporting  immediately 
to  that  department  any  weakness  shown  by  a  pupil  in  prob- 
lem or  principle. 

The  work  during  the  first  two  years  is  given  five  times 
per  week  and  involves  arithmetic,  algebra,  plane  geometry 
and  elementary  trigonometry. 

INDUSTRIAL  GEOGRAPHY 

The  school  offers  a  year's  course  in  industrial  geography 
which  all  boys  are  required  to  take  during  their  first  year  in 
the  school.  This  course  is  intended  to  give  the  student  an 
introduction  to  the  other  sciences  and  furnish  a  background 
for  the  courses  in  industrial  history. 

During  the  first  term  those  factors  of  meteorology  which 
have  a  more  or  less  direct  bearing  on  the  industrial,  social 
and  economic  conditions  of  a  people,  are  studied.  The 
weather  and  climatic  conditions  of  the  various  countries,  to- 
gether with  the  causes  which  govern  these  conditions,  are 
considered  during  this  term. 

The  second  term  is  spent  in  studying  physiography.  The 
processes  of  physiography  and  the  land  forms  which  they 
produce  are  studied.  A  laboratory  and  field  acquaintance 
with  the  common  rocks  is  acquired  during  this  term. 

The  third  term  is  spent  in  studying  the  industries  of 
various  regions  in  their  relations  to  climatic  and  physio- 
graphic conditions.  The  localization  of  industries  and  the 
causes  for  such  localization  can  be  worked  out  in  a  large 
measure.  The  location  and  growth  of  cities  and  the  causes 


which  govern  their  location  and  growth  are  pointed  out. 
In  general,  the  course  aims  to  give  the  student  an  acquaint- 
ance with  the  physical  environment  in  so  far  as  it  governs 
the  physical  conditions  under  which  he  lives. 

Excursions  to  factories  and  other  points  of  interest  in 
Cleveland  and  vicinity  are  made  whenever  deemed  profit- 
able in  connection  with  the  study  of  Industrial  Geography, 
Industrial  History  and  allied  subjects. 

BOTANY  AND  PHYSIOLOGY 

The  course  in  Botany  aims  to  give  a  general  survey  of 
the  plant  kingdom  beginning  with  the  lowest  forms.  Three 
hours  are  devoted  to  recitations  and  two  hours  to  laboratory 
work.  The  field  work  is  an  important  part  of  the  course 
and  is  given  in  addition  to  the  five  hours  indicated. 

The  course  includes  a  study  of  our  native  plants  and 
trees  and  of  their  modes  of  growth,  with  special  reference  to 
their  utilization  in  applied  art. 

The  teaching  in  respect  to  cell  structure,  storage  of  pro- 
teids  and  oils  in  seeds,  and  the  growth  of  molds  and  of  the 
yeast  plant  is  closely  correlated  with  that  of  the  cooking  de- 
partment. 

Part  of  the  work  in  Botany  is  preparatory  to  the  course 
in  Physiology,  inasmuch  as  the  study  of  the  processes  of  life 
and  training  in  observation  can  best  be  begun  with  a  con- 
sideration of  lower  forms.  The  girls  are  segregated  and 
stress  is  laid  upon  hygiene  and  physiology  for  women.  Spe- 
cial attention  is  paid  to  laboratory  work  and  demonstration. 

CHEMISTRY  FOR  GIRLS 

This  course  is  directly  correlated  with  Domestic  Science 
and  its  aim  is  to  give  such  experiments  as  will  be  of  practi- 
cal value  to  the  girls  after  finishing  school. 

Some  of  the  elementary  chemistry  is  given  during  the 
first  part  of  the  course  and  more,  from  time  to  time,  in  con- 
nection with  the  applied  work. 

The  course  includes  four  recitation  periods  a  week, 
with  a  double  period  for  laboratory  work.  The  applied  work 
comprises  the  study  of  combustion,  carbo  hydrates,  fats 
and  proteins  in  many  different  phases,  the  manufacture  of 
foods,  the  detection  of  the  food  principles  in  foods,  such 
as  starch  in  cereals,  sugar  in  milk,  etc. ;  the  detection  of 
adulterants  and  some  simple  analyses,  such  as  milk,  eggs, 
etc. 

—9— 


CHEMISTRY  FOR  BOYS 

This  chemistry  is  given  in  two  separate  and  distinct 
courses. 

The  elementary  chemistry  is  taken  in  the  second  year 
and  is  required  of  all  boys.  Consideration  is  taken  of  the 
more  important  elements  with  practical  application,  as  far  as 
possible.  Four  recitations  and  demonstrations,  with  one 
double  laboratory  period  constitute  a  week's  work. 

The  advanced  chemistry  is  taken  the  fourth  year  and  is 
an  elective.  This  course  is  made  intensely  practical  and 
includes  much  elementary  metallurgy.  The  nature,  uses 
and  methods  of  manufacture  of  charcoal,  coke,  iron  and 
steel  are  considered.  Gas  producers  and  types  of  indus  - 
trial  furnaces  are  treated.  Modern,  practical  figures  and 
analyses  are  quoted  and  used  in  the  discussions  and 
problems. 

HISTORY 

Courses  are  offered  in  Modern  and  Medieval,  and 
Industrial  History.  American  History  and  Civics  is  re- 
quired during  the  fourth  year.  It  is  expected  that  the  work 
in  Industrial  Geography  followed  by  Industrial  History  will 
prepare  for  the  course  in  American  History  and  Civics  which 
includes  the  discussion  of  civic  and  industrial  problems  with 
a  view  to  good  citizenship. 

The  principles  underlying  all  the  arts  already  suggested 
in  the  courses  in  English  in  the  first  two  years,  and  illus- 
trated in  the  courses  in  drawing  and  design,  will  receive 
added  illustration  in  the  study  of  art  products  and  processes 
of  other  periods  of  history  and  of  industrial  products  and 
processes.  By  this  means  the  imagination  of  the  student  is 
stimulated  and  his  judgment  developed  for  creative  effort 
during  the  specialized  work  of  the  third  and  fourth  years 
The  broader  view  thus  obtained  furnishes  relaxation  and  in- 
spiration for  the  work  of  his  own  hand  which  in  turn  gives 
vitality  to  history. 

Special  stress  is  laid  upon  the  relation  of  the  fine  arts 
to  the  mechanical  arts  and  to  the  development  of  civiliza- 
tion as  it  appears  in  the  home,  in  the  industrial  world  and 
in  the  growth  of  government. 


GERMAN 

A  two  years  course  is  offered,  elective  in  the  third  and 
fourth  years.  The  first  year  is  devoted  to  acquiring  a  work- 
ing acquaintance  with  the  essential  facts  of  the  grammar 
and  a  reasonable  facility  in  their  application  in  reading,  writ- 
ing and  conversation.  To  add  interest  and  give  concreteness 
to  the  work  the  reading  of  an  easy  text  is  begun  very  early. 
(Heldensagen).  This  also  furnishes  topics  and  vocabulary 
for  supplementary  work  in  conversation  and  composition 
and  affords  opportunity  to  hear  and  to  use  the  language  in 
connected  discourse. 

Beginning  with  the  second  year  of  German,  one  or  two 
of  the  usual  literary  classics  are  read  (Immensee,  Hermann 
und  Dorothea),  followed  by  selections  dealing  with 
German  domestic  life  and  some  of  the  ethical  of  es- 
thetic aspects  of  labor  (Burg  Neideck,  Hoher  als  die 
Kirche,  Schillers  Glocke)  and,  in  the  last  quarter,  by 
some  technical  reading  along  industrial  lines  (Selections). 

The  texts  mentioned  indicate  the  general  character  of 
the  reading  but  are  subject  to  variation  from  year  to  year. 

MECHANICAL  DRAWING 

This  subject  is  taught  as  the  language  through  which  the 
student  learns  to  give  graphic  expression  to  ideas  which  he 
is  later  to  work  out  in  material  forms  in  shop  and  work 
rooms.  It  is  the  one  medium  through  which  craftsmen  are 
able  to  record,  clarify  and  perfect  such  ideas  as  may  come 
to  them. 

Training  is  given  in  accurate  work  by  means  of  exercises 
and  problems  especially  designed  to  enable  the  student  to 
read  intelligently  the  drawings  which  he  is  to  use  later  in 
his  shop  practice.  These  exercises  not  only  bring  into  use 
the  various  instruments  in  the  student's  equipment,  but  also 
represent  some  definite  object  to  be  made  later  in  his  course 
in  joinery,  woodturning,  forging  or  pattern  making. 

In  addition  to  carefully  constructed  working  drawings, 
free-hand  sketches  and  views  are  made  for  the  purpose  of 
giving  clear  mental  conceptions  of  the  object  and  to  teach 
the  appearance  and  relation  of  the  different  views  to  each 
other,  as  well  as  to  show  the  proper  position  of  each  on  the 
drawing  plate. 

—  1 1  — 


APPLIED  ARTS 

As  mechanical  drawing  is  made  the  medium  of  expres- 
sion in  the  shop,  so  is  free-hand  drawing  in  this  department. 
Nature  forms  are  studied  and  sketched  in  the  flat,  in  detail 
and  in  color.  From  these  studies  pupils  derive  convention- 
alized units  which  by  repetition  and  grouping  furnish  mo- 
tives for  original  ornamental  designs  and  for  suggestions 
of  form,  proportions  and  color  harmonies.  These  they  ap- 
ply directly  in  constructive  work,  as  in  borders  for  gar- 
ments, draperies,  naperies,  and  in  embroideries,  in  the  decor- 
ation of  pottery  and  leather  work;  and  in  the  designing, 
decorating  and  making  of  utensils  and  articles  of  house- 
hold and  personal  use  from  various  materials  and  fabrics. 
The  work  therefore  correlates  in  very  definite  and  practical 
ways  with  dressmaking,  millinery,  domestic  science  and  the 
mechanic  arts  and  crafts,  and  with  the  many  occasions  in 
daily  life  in  which  an  intelligent  appreciation  of  fitness 
and  beauty  add  greatly  to  vocational  success  or  personal 
happiness. 

DOMESTIC  ART 

The  aim  here  is  to  give  such  training  as  will  enable  girls 
as  they  grow  to  womanhood  to  appreciate  the  practical, 
economic  and  artistic  value  of  various  materials  in  their  ap- 
plication to  dress  and  home  furnishings. 

The  course  includes  plain  sewing,  the  making  of  outfits 
for  use  in  the  departments  of  domestic  science  and  domestic 
art,  undergarments,  shirt  waist  suits,  simple  summer  dresses 
and  millinery.  Principles  of  handwork  in  the  way  of  rolled 
edges,  setting  in  of  lace,  handrun  tucks  and  elementary  em- 
broidery are  introduced  and  applied  to  underwear.  Original 
designs  made  by  the  pupils  are  used  for  this  work  and  in  the 
decoration  of  the  table  linen  for  the  dining  room  of  the 
domestic  science  department. 

MILLINERY 

A  course  in  spring  and  fall  millinery  is  provided  for  girls 
who  have  learned  some  of  the  fundamental  principles  of 
sewing.  Millinery  affords  the  girl  a  broad  expression  of 
individuality  and  aims  to  create  an  appreciation  of  artistic 
color  combinations  and  appropriateness. 

— 12 — 


The  subject  is  closely  connected  with  the  courses  in 
dressmaking  and  applied  art  and  consists  in  talks  on  mater- 
ials used  in  millinery,  wiring  hats,  making  buckram  and 
straw  hats,  wire  frames,  facings,  building  bows  and  cover- 
ing frames,  renovation  of  old  material  and  trimming  hats. 
Attention  is  given  to  economy,  simplicity,  suitability  and  the 
cultivation  of  artistic  taste  in  all  lines  of  work. 

DOMESTIC  SCIENCE 

The  purpose  of  the  work  in  this  department  is  three-fold : 
(1)  to  teach  all  subjects  pertaining  to  the  care  and  duties  of 
a  home,  that  girls  may  be  prepared  for  practical  home- 
keeping;  (2)  to  teach  all  theory  relating  to  the  above  sub- 
ject as  applied  science,  that  girls  may  acquire  intellectual 
development  as  well  as  practical  skill;  (3)  to  teach  institu- 
tional cookery  and  kitchen  management  as  trade  subjects, 
that  students  may  be  prepared  for  catering  as  a  vocation. 

To  attain  the  end  of  training  for  homekeeping,  all  work 
must  necessarily  be  very  practical  and  comprehensive.  The 
home  is  a  very  complex  institution  and  its  management  in- 
volves the  study  and  practice  of  preparation  of  foods,  cook- 
ing and  serving  entire  meals,  washing  and  ironing  clothes, 
cleaning,  first  aid  to  the  injured,  care  of  invalids  and  chil- 
dren, household  accounting,  expenditure  of  income,  market- 
ing, house  planning,  sanitation  and  household  furnishing  and 
decoration.  All  these  must  be  taught  in  the  most  specific 
and  practical  ways.  Each  student  must  be  taught  not  merely 
about  doing  household  duties,  but  to  do  them. 

An  attempt  is  made  to  correlate  all  academic  subjects 
included  in  the  course  for  girls  with  the  technical  subjects. 
In  arithmetic  problems  are  given  involving  the  standard 
weights  and  measures  used  in  cookery. 

The  student  is  drilled  in  dividing  the  quantities  used  in 
the  ordinary  recipe  that  she  may  appreciate  the  relation  of 
the  individual  to  the  practical  recipe.  The  cost  of  various 
foods  at  different  seasons  is  computed  in  order  to  obtain  an 
estimate  of  the  average  cost.  The  keeping  of  household 
accounts  and  division  of  the  family  income  are  also  prob- 
lems to  be  solved.  Exact  computation  of  food  values  and 
the  grouping  of  these  foods  to  form  well  balanced  menus 
involve  mathematical  problems  that  are  studied  with  profit 
to  the  homekeeper  in  the  arithmetic  class. 

—  13— 


During  the  first  year  botany  and  physiology  are  among 
the  required  academic  studies  for  girls.  These  subjects  are 
therefore  taught  as  applied  sciences  and  the  theory  connected 
with  the  practical  work  in  cookery  for  the  first  year  has  a 
physiological  aspect.  Special  attention  is  given  to  the  uses 
of  the  various  foods  in  the  body,  the  effect  of  cooking  on 
the  digestion  of  foods,  etc. 

Chemistry  is  one  of  the  required  subjects  for  the  second 
year.  The  same  subjects  are  considered  and  the  same  mater- 
ials experimented  upon  in  the  chemical  laboratory  as  in  the 
school  kitchen.  For  instance,  if  eggs  are  cooked  in  the 
kitchen  laboratory,  during  the  same  week  their  composition 
and  properties  are  ascertained  in  the  chemical  laboratory. 
Hence  the  theory  of  foods  in  the  second  year  cooking  classes 
deals  largely  with  food  composition  and  food  manufacture. 

Domestic  science  subjects  are  often  given  as  themes  in 
the  English  classes.  See  also  the  courses  in  domestic  and 
applied  arts  for  ways  in  which  these  are  correlated  with 
domestic  science.  In  short,  all  technical  subjects  involving 
homemaking  are  taken  as  the  basis  of  the  course  -for  girls 
and  around  these  the  rest  of  the  studies  are  grouped. 

The  lunch  room  in  connection  with  the  school  affords 
excellent  opportunity  for  girls  desiring  to  specialize  in  insti- 
tutional cookery.  After  having  learned  the  fundamental 
principles  of  cookery,  the  student  may  go  into  the  kitchen 
of  the  lunch  room  and  prepare  foods  in  large  quantities, 
and  also  study  the  management  and  plan  of  conducting  such 
an  institution. 

PHYSICS 

Elementary  physics  is  given  in  the  third  year  and 
taught  as  applied  physics  with  special  reference  to  the 
problems  of  the  shop  rather  than  as  mathematical  phys- 
ics. In  the  fourth  year  advanced  physics  is  offered. 
In  this  advanced  course  the  general  principles  laid 
down  in  the  third  year  will  be  used  as  a  foundation  on 
which  to  develop  a  physics  of  accurate  measurements.  Fou; 
recitation  periods  a  week  and  one  double  laboratory  period  is 
the  time  alloted  to  each  course  throughout  the  year. 

—  14— 


SHOP  WORK 

Since  the  fundamental  principles  underlying  all  art  are 
identical,  during  the  first  two  years  a  more  or  less  definitely 
prescribed  outline  of  instruction  must  be  laid  down.  The 
shop  work  of  these  two  years  is  therefore  practically  a  gen- 
eral course  in  manual  training.  The  use  and  care  of  the 
various  tools  and  machines,  the  qualities  of  materials  and  the 
processes  of  their  preparation  and  distribution,  and  facility 
in  applying  the  fundamental  principles  of  construction  arc 
the  chief  ends  sought. 

This  work  is  intended  to  be  educative  and  creative  as 
well  as  technically  constructive.  From  elements  and  princi- 
ples taught  in  the  mechanical  drawing  and  shop  classes  each 
pupil  makes  his  own  designs,  which,  when  approved  by  the 
instructors  concerned,  he  executes  from  working  drawings. 
Within  due  limitations  as  to  practicability  and  suitability 
of  form  and  material,  free  scope  is  given  to  his  inventive 
talent  in  the  making  of  his  design;  but  this  once  decided 
upon,  he  is  held  to  strict  accuracy  and  workmanship  in  its 
execution. 

PRINTING 

A  course  in  practical  printing  is  offered  as  a  fourth  year 
elective.  The  school  maintains  a  printing  shop  of  modern 
equipment  in  charge  of  a  competent  printer.  This  is  util- 
ized in  the  printing  of  all  official  blanks,  programs  and 
announcements  of  the  school.  Much  of  the  instruction  in  the 
various  courses  is  of  so  special  a  character  that  no  suitable 
text  is  yet  available  for  it.  The  school  press  is  therefore 
brought  into  frequent  requisition  for  the  supplying  of 
printed  copies  of  the  instructors'  notes,  diagrams  and  ex- 
planatory text  to  the  students.  A  periodical  edited  and 
managed  by  students  of  the  English  department  is 
published  as  the  official  organ  of  the  school.  It  is 
illustrated  by  students  of  the  drawing  departments 
affording  abundant  opportunity  for  practice  in  the  various 
branches  of  the  printer's  art. 

THE  SCHOOL  AND  EMPLOYERS 

The  interest  already  evinced  by  merchants  and  manufac- 
turers of  the  city  means  that  this  school  will  bring  employers 
into  close  touch  with  students  seeking  positions.  The  school 

—  15— 


can  thus  include  in  its  duties  the  bringing  together  of  these 
two  classes. 

EVENING  SESSIONS 

One  of  the  most  important  missions  which  this  school 
can  fulfill  is  the  betterment  of  people  already  engaged  in  a 
given  vocation.  The  abolishment  of  the  apprenticeship  sys- 
tem in  the  subdivision  of  manufacturing  processes  has  made 
it  practically  impossible  for  mechanics  to  secure  any  general 
training  which  will  increase  their  efficiency  and  consequently 
their  earning  power  in  their  present  position  or  enable  them 
to  fit  themselves  for  a  better  position.  There  is  a  crying 
need  among  semi-skilled  working  classes  of  an  opportunity 
for  industrial  education  and  to  meet  this  need  The  Technical 
High  School  offers  trade  courses  during  the  evening  to  men 
and  women  already  employed  during  the  day. 

The  evening  sessions  are  from  7: 15  to  9: 1  5  p.  m.  The 
classes  are  divided  into  two  sections,  one  meeting  Monday 
and  Thursday  evenings,  another  meeting  Tuesday  and  Fri- 
day evenings. 

The  entire  equipment  used  for  technical  instruction  in 
the  day  school  is  available  for  the  evening  classes.  Instruc- 
tion is  offered  to  men  in  carpentry,  cabinet  making,  pattern 
making,  foundry  practice,  tool  forging,  sheet  metal  work 
and  machine  shop  practice.  Allied  with  these  subjects  is 
instruction  offered  in  trade  mathematics,  English,  applied 
mechanical  drawing,  including  architectural  and  machine 
drawing.  Complete  courses  in  plain  and  hand  sewing, 
machine  sewing,  spring  and  fall  millinery  and  the  applied 
arts  are  available  to  women.  Plain  cooking  and  whatever 
allied  courses  may  be  called  for  by  a  sufficient  number  will 
also  be  within  the  scope  of  the  night  school.  Freehand 
drawing,  charcoal  and  water  color  rendering,  clay  modeling, 
bookbinding,  leather  work,  art  metal  work  and  design  as 
applied  to  the  crafts  are  also  offered. 


— 16— 


The  completion  of  the  four  quarters  of  a  two-year  course 
will  warrant  the  issuing  of  a  certificate  and  by  requiring  a 
high  standard  of  work  such  a  certificate  should  have  a  dis- 
tinct value.  It  should  mean  the  placing  in  the  hands  of 
graduates  of  the  evening  schools  a  certificate  of  character, 
workmanship  and  industrial  intelligence. 


—  17— 


CLEVELAND  TECHNICAL  HIGH  SCHOOL 

COURSE  OF  STUDY  FOR  BOYS 
FIRST  YEAR 


English   5 

Mathematics    5 

Industrial   Geography    

Mechanical  Drawing  t> 

Woodworking    10 

Physical  Training 4  or    3 

Study   10  or  11 

SECOND  YEAR 

English 5 

Mathematics    5 

Chemistry   6 

Mechanical    Drawing    4 

Shop 10 

Physical  Training   4  or    3 

Study   11  or  12 

THIRD  YEAR 

English   5 

Physics    6 

German  or  French  or  Industrial  History  5 

or  Elective  Technical  10 

Mechanical   Drawing — one  semester    4 

Shop — one   semester    10 

Elective   Technical— one  semester 14 

Study   15 

FOURTH  YEAR 

Advanced    Mathematics    5 

American  History  and  Civics    5 

German  or  French ,  or  Elective  Academic 5 

.  or  Elective  Technical 10 

Elective  Technical  15 

Study   15  or  10 

In  the  third  and  fourth  years  pupils  may  elect  three  or  four  peri- 
ods of  Physical  Training. 

In  the  fourth  year  pupils  may  elect  two  periods  of  Sex  Hygiene 
in  place  of  two  periods  of  Physical  Training. 

—  i  8— 


-•. 


FIRST   FLOOR    PLAN 

CLEVELAND  TECHNICAL  HIGH  SCHOOL 

F.  S.  BARNUM 
ARCHITECT 


CLEVELAND  TECHNICAL  HIGH  SCHOOL 

COURSE  OF  STUDY  FOR  GIRLS 

FIRST  YEAR 

English     5 

Mathematics     5 

Botany  and  Physiology   5 

Cooking    6 

Sewing    4 

Applied   Art    6 

Physical  Training    4  or  3 

Study     .'.'...'.  10  or  II 

SECOND  YEAR 

English    5 

Mathematics     5 

Chemistry    6 

Cooking    4 

Sewing    6 

Applied    Art    4 

Physical  Training   4  or  3 

Study    n  or  i» 

THIRD  YEAR 

English    

M.  and  M.  History   

Physics  or  German  or  French    6  or  5 

Elective  Technical   15 

Study   '4  of  « S 

FOURTH  YEAR 

Art  History  and  Civics  

Science  or  German  or  French 

Elective  Academic 

or  Elective   Technical  10 

Elective  Technical  ' 


Study 


10  or  1 5 


In  the  first  and  second  years  the  fourteen  or  sixteen  periods  as- 
signed to  Technical  training  may  be  sub-divided  as  follows:  Cook- 
ing or  Sewing  4  Applied  Art  10  periods. 

In  the  third  and  fourth  years  pupils  may  elect  two  or  three  periods 
of  Physical  Training. 

In  the  fourth  year  pupils  may  elect  two  periods  of  bex  rlygiei 
in  place  of  two  periods  of  Physical  Training. 

Pupils  selecting  a  foreign  language  in  the  Junior  and  Senior  year*  will 
take  Physics  in  the  Senior  year. 

—  19— 


